Drawing and Writing
-Children start out mixing their writing with drawings.
-Drawings help them to select what they write about.
-In Kindergarten and first grade, children tend to rely more heavily on drawings than through print.
-The goal in second and first grade is for writing to catch up with drawing.
-By second grade, writing has overtaken drawing.
-In some first and most second grade classrooms, teachers should generally stop seeing drawing as necessary to writing.
-Still, is a case by case basis. Children learn at their own pace, so therefore, teachers need to look for the signs as each child progresses.
-The goal becomes fluency and using language and speaking to take the place that drawing once filled.
-More action takes to make its way into children's pictures, and, like wise, more action tends to occur in the stories that they tell.
Spelling and Punctuation -Children will use the names of letters as much as the letters themselves when they begin their work.
-As they grow older eventually rely more on how the letters are supposed to sound.
-When they realize that words need to be separated will sometimes write each word on separate lines, use dashes, dots, slashes and other ways to show that the words are separate.
-Exclamation marks and quotation marks are popular with Kindergarten and first grade children
Notebooks
-We need to teach children that their questions are a part of writing well.
-The things that they see and find enrich their stories.
-One way is to teach them to write in notebooks, particularly ones that are not merely with them in the classroom.
-Books that are with them over the entire day will have more of the things that the children notice throughout the day.
-Calkins also calls the notebooks 'lifebooks'.
Revision
-Kindergarten and 1st grade tend to fill up a lot of space.
-They add on to what they've already written.
-Do not easily shift to rereading their own texts.
-Primary grade teachers do their best to fix this through workshops
-First grade sometimes jumbles stories together, so revision tends to separate them.
Transition Statement
As children grow into the primary grades, their word shifts from pictures and concepts into clear stories which follow the rules of the English language. As a teacher, it is our duty to both understand the stages that young writers go through, work with their needs, as well as to encourage them to go beyond. It is also the time to start to encourage a love for writing and the fact that writing takes much inspiration from the world around them and their daily life. Many habits that will help students in their future writing are established here, so teachers must be sure to help instill them.
Drawing and Writing
-Children start out mixing their writing with drawings.
-Drawings help them to select what they write about.
-In Kindergarten and first grade, children tend to rely more heavily on drawings than through print.
-The goal in second and first grade is for writing to catch up with drawing.
-By second grade, writing has overtaken drawing.
-In some first and most second grade classrooms, teachers should generally stop seeing drawing as necessary to writing.
-Still, is a case by case basis. Children learn at their own pace, so therefore, teachers need to look for the signs as each child progresses.
-The goal becomes fluency and using language and speaking to take the place that drawing once filled.
-More action takes to make its way into children's pictures, and, like wise, more action tends to occur in the stories that they tell.
Spelling and Punctuation
-Children will use the names of letters as much as the letters themselves when they begin their work.
-As they grow older eventually rely more on how the letters are supposed to sound.
-When they realize that words need to be separated will sometimes write each word on separate lines, use dashes, dots, slashes and other ways to show that the words are separate.
-Exclamation marks and quotation marks are popular with Kindergarten and first grade children
Notebooks
-We need to teach children that their questions are a part of writing well.
-The things that they see and find enrich their stories.
-One way is to teach them to write in notebooks, particularly ones that are not merely with them in the classroom.
-Books that are with them over the entire day will have more of the things that the children notice throughout the day.
-Calkins also calls the notebooks 'lifebooks'.
Revision
-Kindergarten and 1st grade tend to fill up a lot of space.
-They add on to what they've already written.
-Do not easily shift to rereading their own texts.
-Primary grade teachers do their best to fix this through workshops
-First grade sometimes jumbles stories together, so revision tends to separate them.
Transition Statement
As children grow into the primary grades, their word shifts from pictures and concepts into clear stories which follow the rules of the English language. As a teacher, it is our duty to both understand the stages that young writers go through, work with their needs, as well as to encourage them to go beyond. It is also the time to start to encourage a love for writing and the fact that writing takes much inspiration from the world around them and their daily life. Many habits that will help students in their future writing are established here, so teachers must be sure to help instill them.